ADM-201 Study Guide - Administration Essentials for New Admins ADM201 Updated: 2023

This bestselling textbook provides an engaging and user-friendly introduction to the study of language.

Assuming no prior knowledge of the subject, Yule presents information in bite-sized sections, clearly explaining the major concepts in linguistics – from how children learn language to why men and women speak differently, through all the key elements of language. This fifth edition has been revised and updated with new figures and tables, additional topics, and numerous new examples using languages from across the world.To increase student engagement and to foster problem-solving and critical thinking skills, the book includes thirty new tasks. An expanded and revised online study guide provides students with further resources, including answers and tutorials for all tasks, while encouraging lively and proactive learning. This is the most fundamental and easy-to-use introduction to the study of language.

The telemedicine industry sees the importance of regulation when it comes to artificial intelligence in health care — it just wants the rules to be consistent.

The American Telemedicine Association, which represents players in the industry, including Google, Facebook and Salesforce plus universities, health systems and doctors, has released principles it thinks should guide AI’s adoption.

Yes, and: The association wants regulators to ensure that AI works, it doesn’t produce inaccurate or biased results and it has ongoing oversight.

It wants the federal government to lead the way.

States, it says, should prioritize alignment with federal rules and, if they do pursue their own regulations, should seek to harmonize them with each other.

Ideally, the association says, the United States should seek to align its rules with those of foreign countries.

What else? The group says makers of AI products must be transparent about what’s guiding the products’ decision-making and open to scrutiny and oversight.

Those using AI should be cognizant of their impact on the health care workforce and retrain workers displaced by technology to perform new roles.

Health care providers that use AI must ensure the privacy of patient data. The association has a “data work group” that’s creating a roadmap to that end.

This is where we explore the ideas and innovators shaping health care.

Those struggling with the loss of a loved one have a new option to ease their grieving: apps that will create a digital avatar of the deceased based on a customer’s old voicemails, videos, text messages and emails with the departed, according to a report in New Scientist.

Share any thoughts, news, tips and feedback with Carmen Paun at [email protected], Daniel Payne at [email protected], Evan Peng at [email protected], Ruth Reader at [email protected] or Erin Schumaker at [email protected].

Send tips securely through SecureDrop, Signal, Telegram or WhatsApp.

Today on our Pulse Check podcast, host Alice Miranda Ollstein talks with POLITICO health care reporter Robert King, who explains why the lack of a year-end omnibus spending bill creates uncertainty for doctors seeking 11th-hour legislation to avert Medicare physician payment cuts.

Medical and nursing students in the U.S. and around the globe are planning careers outside patient care due to fears of overwork and burnout, a new report found.

The report from Elsevier Health, an academic publisher, is based on a survey of more than 2,200 students from 91 countries and paints a picture of a field in deep trouble.

The survey found that most medical and nursing students in the U.S. are worried about their mental health and believe they will suffer from burnout as a clinician.

Nearly a quarter are considering quitting their studies.

Even among those not considering quitting, fears about the industry are having an effect. The report found that 58 percent of medical and nursing students globally see their current studies as a means toward a broader career in health that won’t involve patient care.

Why it matters: The medical field is already facing significant clinician shortages. A 2021 report from the Association of American Medical Colleges found a shortage of 19,800 doctors in the U.S. in 2019 and projected a shortage of physicians between 37,800 and 124,000 by 2034.

Complaints of understaffing have driven recent labor actions in the medical field.

Legislative movement: The Senate Health, Education, Labor and Pensions Committee advanced a $26 billion primary care bill last month that included provisions for bolstering the health workforce, including $1.2 billion for two-year nursing education programs and $300 million for primary care physician education.

In a global first, the United Kingdom today approved a treatment for a group of rare blood diseases, including sickle cell, that uses the CRISPR gene editing technology to fix a patient’s genes.

The medicine, called Casgevy, was developed by two companies in the United States, Vertex Pharmaceuticals and CRISPR Therapeutics. It treats sickle cell disease and transfusion-dependent beta thalassemia, two inherited diseases that affect patients’ red blood cells, POLITICO’s Carlo Martuscelli reports.

In the U.S., advisers to the Food and Drug Administration considered evidence from the manufacturers last month.

Why it matters: Sickle cell disease is a genetic disorder that results in deformed red blood cells with a faulty version of the protein hemoglobin, which delivers oxygen across the body. These malfunctioning cells can lead to complications including extreme fatigue, blood vessel blockages and debilitating pain that can require hospitalizations.

A 2019 study calculated the average life expectancy for those with sickle cell disease is 54 years compared to 76 years for those without the condition, and patients and their insurers may spend a total of between $1.6 million and $1.7 million managing the condition over the course of a lifetime.

According to the Centers for Disease Control and Prevention, there are roughly 100,000 people in the U.S. living with sickle cell disease, most of whom are people of color. One of every 365 Black or Americans with African ancestry have the disease, as do one of every 16,300 people of Hispanic descent.

There are drugs that treat symptoms, including stem cell transfusions, but only stem cell transplants potentially cure the disease’s underlying cause. Stem cell transplants must come from a genetically matched healthy donor and put patients at risk of serious side effects, including death.

What’s next? The FDA is expected to decide whether to approve the new treatment in the U.S. next month.

Our programs vary in length from a week to a full academic year.  We offer short-term programs that take place during the summer, spring break, or winter break, as well as long-term programs that cover one or two semesters. 

If you are looking for a semester program, consider whether you would prefer to go abroad in the spring or fall.  Due to differences in academic calendars around the world, some programs work best for Purdue students in one semester or the other, so the search allows you to specify.  If you are open to spring and fall programs, selecting the “Semester” option will bring up results for both.

For adventurous students, we also offer programs that cover two semesters!  Many returning students say they wish they had studied abroad longer, and the cultural immersion and cost effectiveness of a year-long program can be hard to beat. 

Students interested in summer opportunities often ask if they can search for Maymester programs.  We don’t categorize these separately from other summer programs, but it’s possible to search for programs beginning in May.  See “Program Start Month” below.

Written by the Priests and Pastoral Associates of Priests for Life

This study guide is based on the Vatican Translation of Humanae Vitae

Table of Contents:

Forward

Introduction to the Study Guide

Summary of the Introduction to the Encyclical and Section I: New Aspects of the Problem and Competency of the Magisterium

A Summary of Section II. Doctrinal Principles

Summary of Section III. Pastoral Directives 

Essay: Finding Our Way Back Home

Essay: Life, Purity and Humanae Vitae

Essay: The Transmission of Life -- On Whose Terms?

The Contraception of Grief: A Personal Testimony

Glossary of Terms

Foreword

That is also why our Priests for Life pastoral team wrote this Study Guide. We have also established a special website, www.HumanaeVitae40.com, to promote the teachings of this document. It is our daily prayer that this effort will lead many believers to understand, embrace, and proclaim the beautiful truth of human life. 

INTRODUCTION TO THE STUDY GUIDE

For those considering the possibility of facilitating a study group, this study guide lends itself to a discussion study group method of learning. While a leader/facilitator encourages the group and keeps it “on track”, it is the individual sharing and group dynamic that contribute most to the learning process. The facilitator is not a lecturer, neither is he there to supply all the answers. The facilitator seeks to shepherd the group learning process and does everything possible to solicit their contributions. Members interact and learn from everyone, including the facilitator. A Facilitator’s Guide is available through Priests for Life at www.HumanaeVitae40.com. The Facilitator’s Guide seeks to assist you in leading a group and lays out suggested study sessions.

It is our hope, that on the fortieth anniversary of Humanae Vitae, this study guide will assist in promoting the Church’s clear and authoritative word on transmitting human life. May all who hear this true, prophetic and lovely word be assured that: the Church has always issued appropriate documents on the nature of marriage, the correct use of conjugal rights, and the duties of spouses. These documents have been more copious in recent times. (n.4)

Editorial Note: We earn a commission from partner links on Forbes Advisor. Commissions do not affect our editors' opinions or evaluations.

Many students carry out a project (internship or student research project) at an institution outside ETH.

In some cases, it is possible for students to do their project through an exchange programme. There are exchange agreements with all Swiss and many European universities, which include stays for projects.

For internships and other projects/study work outside of Switzerland, there are funding opportunities such as SEMP Europe Projects & Internships and SEMP Worldwide Projects & Internships. These are not linked to exchange agreements and all institutions (companies, research institutions, universities) are open.

Please refer students to us or to our website as early as possible so that we can clarify whether one of the programmes is an option.

The students organise the projects independently. However, all projects must be agreed with the department. The main supervision of student research projects always lies with ETH, even if they are carried out externally. Internships must be approved by the person responsible for the internship in the department (only compulsory or recommended internships).

Benefits of Massey's MBA

Massey’s MBA is unique in New Zealand – the only MBA with specialisations offered part-time fully online or full-time in a year.

Gain practical knowledge you can use immediately at work. You will benefit from connection to practice through engagement with business leaders and assignments that often include corporate consultancy work.

Our MBA has no examinations, and all assessments are practical.

Learn about how you can expand your opportunities with our internationally accredited MBA

Study with us online

Our flexible and convenient fully-online MBA can be completed from anywhere in New Zealand or worldwide. With scheduled small group interactive sessions and on-call support, you'll be able to manage your workload while staying connected to support.

Massey is an expert in distance learning, with fresh material often contributed by managers from businesses in NZ and globally.

Study with us on campus

This practical learning approach allows you to study full-time and complete your studies within a year.

Our face-to-face class sessions are in the afternoon from Tuesday to Thursday in Auckland. You'll have ample opportunities to work part-time and remain current with practical job skills.

Our people

Meet your MBA practitioner academics.

Professor Dr Dr Jens Mueller

MNZM, PhD, MSAM, LLM, JurDr, MBA, GDNZIA, GD ProfCoach, MRSNZ

Professor of Management Practice, Massey Executive Development Director

Jens has been a CEO and Director in global firms, including more than 9 years as Board Director for the $1+ Billion PHARMAC Crown entity, an advisor to Governments and corporate leaders and is also a Licensed Immigration Adviser.

Flavio Hangarter

MMgt

Lecturer and Growth/Innovation Consultant

Flavio is a sought-after advisor for launching and scaling technology companies with 12+ years of experience working with executives, tech accelerators, governments and NGOs across the globe. 

^{This news release constitutes a “designated news release” for the purposes of the Company’s prospectus supplement dated December 16, 2021 to its short form base shelf prospectus dated December 14, 2021.}

MONTREAL, Oct. 13, 2023 (GLOBE NEWSWIRE) -- Theratechnologies Inc. (“Theratechnologies” or the “Company”) (TSX: TH) (NASDAQ: THTX), a biopharmaceutical company focused on the development and commercialization of innovative therapies, today announced results from a study evaluating an intramuscular (IM) method of administration for Trogarzo^® (ibalizumab-uiyk), a monoclonal antibody antiretroviral therapy (ART) for the treatment of heavily treatment-experienced adults with multidrug-resistant (MDR) HIV-1 infection failing their current antiretroviral regimen.

The TMB-302 study, conducted in partnership with TaiMed Biologics, enrolled 21 subjects (7 HIV-positive and 14 HIV-negative) to assess the pharmacokinetics, efficacy, and safety of IM administration of Trogarzo^® as compared to intravenous (IV) infusion.

Mean Trogarzo^® trough concentrations were greater than 15 µg/mL, suggesting that IM injection was sufficient at maintaining the drug trough concentration above the therapeutic level of 0.3 µg/mL. The mean trough concentrations were comparable between IV infusion and IM injection in HIV-positive subjects. However, the primary endpoint measuring a 90% confidence interval of the ratio of IM injection to IV infusion (0.69, 1.08) did not meet the equivalence limits (0.8, 1.25). Viral suppression, a key secondary clinical endpoint, was maintained in all HIV-positive subjects throughout the IM phase and the overall study.

Each study subject received IM maintenance doses for eight weeks of treatment and a total of 152 IM injections were administered, which were well tolerated. One subject reported injection-site pruritus (itching) at a single time point, and no subjects reported injection-site pain when Trogarzo^® was administered intramuscularly.

Story continues

With the TMB-302 data in hand, Theratechnologies is seeking expert advice prior to completing a regulatory submission of the Trogarzo^® IM administration maintenance dose to the U.S. Food and Drug Administration (FDA). The FDA is currently reviewing the Company’s submission for the loading dose of the Trogarzo^® IV push method of administration and a decision is expected in mid-December.

About Trogarzo^® (ibalizumab-uiyk)

Trogarzo^® (ibalizumab-uiyk) is a long-acting, CD4-directed, post-attachment HIV-1 inhibitor. In the United States, Trogarzo^®, in combination with other antiretroviral(s), is indicated for the treatment of human immunodeficiency virus type 1 (HIV-1) infection in heavily treatment-experienced adults with multidrug-resistant HIV-1 infection failing their current antiretroviral regimen. Trogarzo^® is not approved in Canada.

Trogarzo^® is administered by intravenous infusion as a single loading dose of 2,000 mg followed by a maintenance dose of 800 mg every two weeks after dilution in 250 mL of 0.9% Sodium Chloride Injection, USP. In October 2022, the Trogarzo^® maintenance dose was approved by the FDA to also be administered as an undiluted IV push over 30 seconds.

Important Safety Information

Do not receive Trogarzo^® if you have had an allergic reaction to Trogarzo^® or any of the ingredients in Trogarzo^®. Trogarzo^® can cause allergic reactions, including serious reactions, during and after infusion. Tell your healthcare provider or nurse, or get medical help right away if you experience any symptoms of an allergic reaction. Before you receive Trogarzo^®, tell your healthcare provider about all of your medical conditions, including if you are pregnant or plan to become pregnant as it is not known if Trogarzo^® may harm your unborn baby, or if you are breastfeeding or plan to breastfeed as it is not known if Trogarzo^® passes into breast milk. Tell your healthcare provider about all the medicines you take, including all prescription and over-the-counter medicines, vitamins, and herbal supplements.

Changes in your immune system (immune reconstitution inflammatory syndrome) can happen when you start taking HIV-1 medicines. Your immune system might get stronger and begin to fight infections that have been hidden in your body for a long time. Tell your healthcare provider right away if you start having new symptoms after starting your HIV-1 medicine. The most common side effects of Trogarzo^® include diarrhea, dizziness, nausea, and rash. Tell your healthcare provider if you have any side effect that bothers you or that does not go away. These are not all the possible side effects of Trogarzo^®. For more information, ask your healthcare provider or pharmacist.

Full prescribing information is available at www.trogarzo.com.

About Theratechnologies

Theratechnologies (TSX: TH) (NASDAQ: THTX) is a biopharmaceutical company focused on the development and commercialization of innovative therapies addressing unmet medical needs. Further information about Theratechnologies is available on the Company's website at www.theratech.com, on SEDAR at www.sedarplus.ca, and on EDGAR at www.sec.gov. Follow Theratechnologies on Linkedin and Twitter.

Forward-Looking Information

This press release contains forward-looking statements and forward-looking information (collectively, the “Forward-Looking Statements”), within the meaning of applicable securities laws, that are based on our management’s beliefs and assumptions and on information currently available to our management. You can identify Forward-Looking Statements by terms such as "may", "will", "should", "could", “promising”, “would”, "outlook", "believe", "plan", "envisage", "anticipate", "expect" and "estimate", or the negatives of these terms, or variations of them. The Forward-Looking Statements contained in this press release include, but are not limited to, statements regarding the completion of a regulatory submission of the Trogarzo^® IM administration maintenance dose with the FDA and the timelines about expected decision of the FDA on the Company’s submission for the IV push method of administration of the Trogarzo^® loading dose. Certain assumptions made in preparing the Forward-Looking Statements include that: we will file the regulatory submission of the Trogarzo^® IM administration maintenance dose with the FDA in the last calendar quarter of 2023; the FDA will approve the IM administration of Trogarzo^® option for the maintenance dose and the IV push method of administration of the Trogarzo^® loading dose; sales of Trogarzo^® will increase with the addition of those two methods of administration; and Trogarzo^® will continue being reimbursed by private and public payors. Forward-Looking Statements are subject to a number of risks and uncertainties, many of which are beyond Theratechnologies’ control that could cause actual results to differ materially from those that are disclosed in or implied by such Forward-Looking Statements. These risks and uncertainties include, but are not limited to, those related to or arising from: a delay in the filing of the regulatory submission of the Trogarzo^® IM administration maintenance dose to the FDA; the non-filing of the IM administration maintenance dose of Trogarzo^® with the FDA if experts recommend against it; the non-approval by the FDA of the Trogarzo^® IM administration maintenance dose and/or the IV push method of administration of the Trogarzo^® loading dose; and, sales of Trogarzo^® do not increase despite the approval by the FDA of both or any one of those new methods of administration of Trogarzo^® . We refer current and potential investors to the “Risk Factors” section of our Annual Information Form dated February 27, 2023, available on SEDAR at www.sedarplus.ca and on EDGAR at www.sec.gov as an exhibit to our report on Form 40-F dated February 28, 2023, under Theratechnologies’ public filings for additional risks involved in our business. The reader is cautioned to consider these and other risks and uncertainties carefully and not to put undue reliance on Forward-Looking Statements. Forward-Looking Statements reflect current expectations regarding future events and speak only as of the date of this press release and represent our expectations as of that date. We undertake no obligation to update or revise the information contained in this press release, whether as a result of new information, future events or circumstances or otherwise, except as may be required by applicable law.

Contacts:

Investor inquiries:
Phillipe Dubuc
Senior Vice President and Chief Financial Officer
pdubuc@theratech.com
438-315-6608

Media inquiries:
Julie Schneiderman
Senior Director, Communications & Corporate Affairs
communications@theratech.com
1-514-336-7800

Contents

1. The Goal of Study Group Learning
2. Benefits of Study Group Learning
3. What to do at Your First Meeting
4. Your Role in Your Group
5. Common Problems and Possible Solutions
6. Study Group Locations at UMass Lowell

The Goal of Study Group Learning

It is believed that students learn by doing. As opposed to being spoon-fed knowledge in lecture, study groups encourage students to go above and beyond what is being taught and to develop their own understanding of subject material. The goal of study group learning is to help students take ownership of course material; to learn to learn.

Benefits of Study Group Learning

• You can verify with each other any confusing or complex subject material.
• Learning math is more fun.
• Math is better understood and retained.
• Prof/TA will be seen as more approachable.
• You will have a chance to dialogue with classmates and therefore opportunity to make friends; hopefully you will feel less isolated.
• Fellow students can be a source of encouragement.
• Math-anxious students will see themselves as tutor/teachers, not just recipients of someone else's knowledge.
• An increase in confidence of mathematical ability.
• You will have opportunity to learn new study habits from peers. In a nutshell, learning math is more personally relevant, and intellectually stimulating.

As you can see from this list, being in a study group can be really helpful. BUT these benefits come only to those who are serious about making their group work well together and serious about learning. So, although I expect you to have fun (eh, there is no reason why you can't have a study group meeting at a pub once in a while) the study group component of your course is serious stuff.

Are you interested in joining a group but don't know how to start? Talk to your classmates or instructor.

What to do at Your First Meeting

We hope that, 10 years from now, you will look back upon this first meeting of your study group with good sentiments. We realize that not all of you will form those "college-days" relationships that TV glamorizes, but some of you will. You just never know what might happen. Here are some things that will help get started on the right track:

Check off this list as you go.

• Fill out the form called: Study Group Roster with your group members names, e-mail addresses, and phone numbers. Guard this sheet. You never know when it will come in handy (or, put the information in your funky address book...just make sure you have it.)
• Get to know one another. How? Well, ask each other what your majors are or where you are from or how much you love to work in groups...etc. Make sure you have fun.
• You may want to look around at the rooms that are suggested in this booklet for your study groups. You are going to spending a lot of time in these places (or wherever you hold your meetings).
• Establish when and where you will hold your next meeting. In fact, I would advise you to decide exact dates for some of your meetings. Make dates--solid dates--right up until the end of term. This way, you will be sure to be able to keep these dates.
• Establish a network by which you can contact each other for impromptu meetings.
• Talk more. supply your group a name if you want.

What to Do at Other Meetings

Below is a list of things you should/can do at your meetings. Suggestions in bold I would recommend you do at every meeting.

• Establish what you hope to accomplish at your meeting.
• Review lecture notes together, discuss anything you did not understand.
• Discuss key concepts from lecture.
• Work on assignments.
• Assign yourselves questions and work on them.
• Study for tests or exams.
• Discuss what questions you expect to be on tests and exams.
• Go over copies of past exams.
• Set aside time to talk about anything under the sun other than math.
• At the end of each session, determine or verify location and time of you next meeting.

Your Role in Your Group

This page contains a section called Problems and Solutions. It's a good idea to read it so you know what can happen and so that you can recognize it when a problem arises. A lot of the problems can be prevented if you work hard not just at the math, but at making your group work. Below is a list of guidelines that, when followed, help to avoid the common pitfalls.

• Listen carefully to each other. Try not to interrupt. Respond to, or at least acknowledge, comments made or questions asked by other group members. To do so shows respect.
• Do not accept confusion passively. If you do not understand the information that someone is presenting, try to paraphrase what was said, or ask someone to help you paraphrase it.
• Ask for clarification whenever someone uses a word in a way that you find confusing (you will likely help him or her.) The correct use of terminology is an essential part of successful communication in math. If you can say it, you understand it.
• Do not split up the work. I know it's so tempting...but it leads to SOOO many problems. Everyone should focus their attention on the same thing at the same time. It is much easier to resolve conflicts when group members work together and check for agreement frequently.
• Make a habit of explaining your reasoning or of "thinking out loud," and ask others to do the same. The process of constructing and refining explanations helps everyone to relate the information being presented to what they already know.
• Be aware of time constraints. It is appropriate (and important) to ask each other how what you are doing will help your group complete an assignment
• If your group gets stuck, review and summarize what you've done so far. This process creates new opportunities for group members to ask questions, and often it will reveal important connections that have been overlooked.
• You should always feel comfortable to switch from talking about math to talking about how your group is working. If you have a concern about how your group is functioning, bring it up. Be direct, honest and calm.
• When someone raises a concern about your group, listen to it carefully. If you have a problem with his or her problem, be sure to criticize the problem and not the person.

Common Problems and Possible Solutions

There are some problem situations in which a study group might find itself. Occasionally a group just doesn't have any interaction among its members. More frequent is the problem of one student is doing all the work, either because no one else will or because he or she doesn't trust the other group members to do a good job. These problems undermine the whole idea behind study groups and are actually detrimental to learning. Not to over-dramatize this but: BE AWARE!!! Just knowing about what can happen helps to prevent or nip in the bud serious problems.

The following list is offered to increase your awareness of potential problems as well as to offer advice on how to deal with them. We cannot stress enough how important it is to discuss your problems in your group. This is why it is so important to establish an open working environment in which you can be objective about how things are going in your group and comfortable enough to point out problems.

Problem: Lack of interaction

Possible Cause: Lack of Experience with Learning in Study Groups

Suggestions:

• Talk about the problem.
• As a group, review the section of this booklet entitled, "Your Role in Your Group." You may find that you have not been following one of the guidelines. For example, the impulse to split up the work just kills group interaction.
• I know this sounds a little corny, but maybe you need to practice how to learn in your groups. Forget about math for the moment and try this activity: choose a really hot issue like abortion or immigration. Let someone in your group make a clear statement about a point of view (it does not have to be their own point of view). Then another person has to counter that opinion without criticizing the first person. Interruptions are not allowed. Go around in a circle until the issue is exhausted.

Possible Cause: You Feel Coerced to Participate

Suggestion:

• Recall that your study group is for your benefit. If your study group isn't serving your needs you should discuss the matter in your group. Try to come up with strategies for making the group work better for you. Remember, your primary obligation is to yourself and to your group members, not to your professor, UMass Lowell, or some set of rules.

Possible Cause: Physical Arrangement

Suggestion:

• Make sure you are all sitting facing each other and no one feels isolated by the seating arrangement. When your meeting starts, mentally put yourself in the place of other group members. Is there anyone who you think might feel cut off from the group?

Problem: Group members are participating unequally

Possible cause: Intolerance of Silence

Some people feel a strong need to fill in moments of silence with speech. In the same way that nature abhors a vacuum, some people abhor silence in conversations.

Suggestions:

• Ask for silence. You could cut into someone's aimless babbling by saying
  "Wait a second! I need some space to think about this!"
• Bring up the problem carefully with the person one-on-one. Often people who rush into a conversation to keep it going don't realize they are doing it. Explaining that you like long pauses in conversations in order to think could solve the problem.
• Make sure you are not talking non-stop.

Possible Cause: Dominant Speakers Monopolize the Discussion.

Suggestion:

• Talk to dominating speakers privately. Find out why they are talking so much and whether they are aware of the problem. Often such people are simply outgoing by nature and are unaware of the problem. If they are aware of the problem, usually they feel they have not had their point fully appreciated, or they feel some need to compete. In all three cases, just talking to them in private can reduce the need for them to dominate conversations.

Possible Cause: A Group Member Has No Interest in Speaking.

Some students feel that they learn better by listening than by talking. Others feel that speaking and helping others requires too much effort.

Suggestion:

• Try to draw the person into the conversation without being obvious about it. Occasionally ask for their opinion.
• Make it clear that you appreciate what the person does contribute.

Problem: A Group Member is Doing All the Work

Possible Cause: Lack of Trust between Members to Work

Suggestion:

• Tell the group member directly that you would like to help. Interrupt the group member with an "excuse me," and voice your ideas. Sit beside the group member and supply your opinions about what he or she is doing. Question this group member about what he or she is doing.
• Talk to the group member in private. Explain how you want to help with the work. After a private discussion with the person, he or she may come to view you as a serious student and open up to your ideas. Demonstrate cooperative learning to this student by involving the rest of the group in the work at hand.
• If you are the group member who doesn't trust anyone else to do the work, then it is your responsibility to work with your group to make changes so that trust is reestablished. Although you may have a personal goal to complete assignments perfectly, it is a fundamental principle of study groups that everyone in the group understands the material presented in assignments.

Possible Cause: The Rest of Your Group is Slacking Off.

Suggestions:

• Don't be so eager to be the person who asks to get started. Wait until someone else takes the initiative to start the work. It may take a long time for someone else to pick up the reins, but after you do this a couple of times, the others will realize that they can no longer expect you to be the baby-sitter. Let them see the consequences of their inaction.
• Enlist the help of other members either by asking them for it directly or by pretending you don't understand something. When they see that you can't do all the work on your own, they have to help.
• Talk about your problem with your group as a whole. Say that you are ticked off (I realize that it takes a lot of courage to say that you are miffed— What if the rest of the group doesn't care that you are ticked off? Then again, maybe the only way for your group to care a little is for you show some emotion. Maybe they do not realize that you are upset.)

Possible Cause: A Group Member is the Brightest Student In the Group.

Suggestions:

• Talk to the brightest student. It may be as simple as saying "It's clear that you really get this stuff. But since we are all supposed to understand, going slower would help."
• If you think you are head and shoulders above the rest of your group, then your task is particularly challenging. Although it is difficult, you must strike a good balance between contributing your own ideas and listening to others to ensure they understand your, their own, and others' ideas. One of the best ways to learn is by doing. Clearly, your group members need the opportunity to do mathematics. Make sure your zealousness doesn't take that away from them. Also, accept that there are many ways to approach a problem. Even when you know one solution to a problem, there is a lot to be learned from listening to alternative approaches. You also learn more by helping other students understand the material. Professors will tell you that they really began to understand math/stats well when they started to teach it!

Problem: A Group Member is Being Uncooperative.

Suggestions:

• Try talking to the group member in private. He or she may have a problem with how the group is being run but doesn't feel comfortable bringing it up with the whole group.
• Hold a group meeting and invite your professor to discuss the problem.

Problem: Reinforcing Misconception

It is quite easy for a group of students to mistakenly agree, for example, that when they get zero over zero they can cancel to get one. Or to misread what it means for a function to be continuous. Or to confuse "if" with "only if." Who will be around to point out these errors?

Suggestions:

• Those who are sensitive to the careless use of language must make a practice of requesting clarification. If something doesn't sound right to you, say so. You may actually discover a wide-spread misconception.
• If you are uncertain about what is correct or incorrect, have someone in the group ask the professor at the end of the next class or during their office hours. Have the phrase repeated to the professor. You could also ask a prof or tutor in OS219A.

Study Groups Locations at UMass Lowell

• In Olsen Hall, the lobbies in the middle of floors 2 through 5 are large enough for a meeting.
• Most departments have a lounge for their majors. As long a one member of your study group is a major in a department, it should be appropriate for the whole group to use the lounge for meetings. Mathematics and Chemistry majors share a lounge in Olney 407.
• CLASS - Second floor of Southwick.
• Basement of Southwick- good for meetings, particularly at mealtimes.
• Off - campus
  • Places on University Ave. would love to have you as long as you buy a drink, at least.